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Young people’s literacy, numeracy achievements, and the school-to-work transition: a longitudinal study of regional variation 年轻人的识字、算术成绩和从学校到工作的转变:地区差异的纵向研究
IF 2 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-07-21 DOI: 10.1080/03054985.2023.2230890
E. Ripamonti
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引用次数: 0
Leadership for ethical conduct of Senior Secondary School Certificate Examination (SSCE) in Nigeria and the challenge of ‘Miracle Examination Centres’ 领导尼日利亚高中毕业证书考试(SSCE)的道德行为和“奇迹考试中心”的挑战
IF 2 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-07-12 DOI: 10.1080/03054985.2023.2229548
Prince Agwu, C. Orjiakor, A. Odii, Chinyere E. Onalu, C. Nzeadibe, Pallavi Roy, O. Onwujekwe, U. Okoye
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引用次数: 0
‘Go to Oxbridge, get an education, start a career. Do all the right things’: the ‘low value’ arts degree and the neoliberal university 去牛津剑桥大学,接受教育,开始职业生涯。做所有正确的事”:“低价值”艺术学位和新自由主义大学
IF 2 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-07-12 DOI: 10.1080/03054985.2023.2229550
Orlaith Darling, Áine Mahon
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引用次数: 0
Financial sustainability in a marketised and partially autonomous environment: the case of small new public universities in England 市场化和部分自治环境下的财务可持续性:英国小型新公立大学的案例
IF 2 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-07-12 DOI: 10.1080/03054985.2023.2229246
R. Hickey
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引用次数: 0
Indigenous heritage as an educational resource in primary education 原住民遗产作为小学教育的教育资源
IF 2 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-07-04 DOI: 10.1080/03054985.2023.2218608
A. D. L. Rosa, Patricio Sebastián, Henríquez Ritchie, Tania Elizabet Zavala Martínez
ABSTRACT This paper is the result of an inter-university educational innovation project developed between the University of La Laguna (Spain) and the Autonomous University of Baja California (Mexico). Students from both institutions, studying at the equivalent level to become future primary education teachers, analysed the way in which primary school textbooks approach the topic of heritage in the Canary Islands and in Mexico. Flipped classrooms and project-based learning were the main teaching methodologies, culminating in a final assignment: a written report by students. The results enable us to re-evaluate the knowledge transmitted through textbooks in the light of this history, and their facilitation in teaching and learning processes, with attention to their epistemological biases. Several topics were highlighted as core concerns in the use of textbooks for teaching heritage: the need to question the role of the textbook in the teaching process, and the importance of Indigenous heritage when teaching and holistic concept of heritage. In outlining the inter-university teaching project, the article also shows how the analysis of textbooks in both contexts, and their subsequent comparison, has made possible a reformulation of how students of education in the Canary Islands and Mexico are taught to teach history.
摘要本文是西班牙拉古纳大学和墨西哥下加利福尼亚自治大学开展的跨大学教育创新项目的成果。这两所学校的学生都在同等水平上学习,以成为未来的小学教育教师,他们分析了加那利群岛和墨西哥小学教科书处理遗产主题的方式。翻转教室和基于项目的学习是主要的教学方法,最终形成了一项期末作业:学生的书面报告。研究结果使我们能够根据这段历史,以及它们在教学和学习过程中的促进作用,重新评估通过教科书传播的知识,并注意它们的认识论偏见。一些主题被强调为使用教科书教授遗产的核心问题:有必要质疑教科书在教学过程中的作用,以及土著遗产在教学中的重要性和遗产的整体概念。在概述大学间教学项目时,文章还展示了对这两种情况下的教科书的分析及其随后的比较,如何重新制定加那利群岛和墨西哥的教育学生如何教授历史。
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引用次数: 1
The power of stories: oral storytelling, schooling and onto-epistemologies in rural Malawi 故事的力量:马拉维农村的口述故事、学校教育和认知论
IF 2 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-07-04 DOI: 10.1080/03054985.2023.2218609
T. Cochrane
ABSTRACT In this paper, Indigenous and local understandings of the role of storytelling for children (nthanu) are contrasted with the didactic understandings of children’s stories that permeate the formal education frameworks of Malawi; frameworks which are deeply entangled in a colonial and (post)colonial history. For Chitonga speakers, the majority of whom live in rural communities along the northern lakeshore of Malawi, nthanu form a crucial part of what might be considered ‘education’ – as core components in the construction of the social-self, these oral stories play a critical role in the onto-epistemological formation of the young person. This storytelling is seen as marginalised by formal school systems. Through thick ethnographic material, the paper shows how people who are part of the ethno-linguistic group of the Tonga understand the role of story-telling for children as creating ontological notions of what it means to be human, to live in this world, and the sociality of being human that is seen as necessary for living a good life. In an examination of villagers’ fears about the disappearance of their stories, the paper locates the tensions between the literacy-oriented use of stories in formal schooling and the socio-ontological importance ascribed to stories in local learning modalities.
摘要在本文中,土著和地方对儿童讲故事作用的理解(nthanu)与马拉维正规教育框架中对儿童故事的说教理解进行了对比;深深纠缠在殖民地和(后)殖民历史中的框架。对于大多数居住在马拉维北部湖岸农村社区的讲奇通加语的人来说,nthanu构成了可以被视为“教育”的重要组成部分——作为构建社会自我的核心组成部分,这些口头故事在年轻人的认识论形成中发挥着关键作用。这种讲故事的方式被正规学校系统视为边缘化。通过厚厚的民族志材料,本文展示了汤加民族语言群体的成员如何理解儿童讲故事的作用,即创造作为人、生活在这个世界上意味着什么的本体论概念,以及被视为过上美好生活所必需的人的社会性。在考察村民对故事消失的恐惧时,本文发现了在正规学校中以识字为导向的故事使用与故事在当地学习模式中的社会本体论重要性之间的紧张关系。
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引用次数: 2
Territorial learning and childcare practices: exploring relations between territory and care in the intercultural training of Indigenous educators in Brazil 领土学习和儿童保育实践:在巴西土著教育工作者的跨文化培训中探讨领土与保育之间的关系
IF 2 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-07-04 DOI: 10.1080/03054985.2023.2213885
A. M. R. Gomes, Érica Dumont-Pena
ABSTRACT The article discusses Indigenous caring relations in everyday practices involving children, in which co-learning approaches, as well as peer-to-peer learning processes, are grounded in territory. We revisit a set of learning encounters that unfolded as part of the Intercultural Training Programme for Indigenous Educators in Southeast Brazil. The course is part of the Minas Gerais Federal University’s (UFMG) Faculty of Education where, since 2006, it has trained and qualified Indigenous teachers to deliver Primary and Secondary education. In the text we argue in favour of the ‘school for many’, highlighting the pedagogical possibilities that emerge from the course’s ethnographic focus and, more specifically, from two care-taking learning scenarios with and among children. The records of these activities allow us to envision an educational agenda that includes such topics, respecting and dialoguing with Indigenous cosmologies and traditions; one that assumes this dialogue to be a fundamental part of Indigenous peoples’ resistance and respect for life.
本文讨论了涉及儿童的日常实践中的土著关怀关系,其中共同学习方法以及同伴对同伴的学习过程以领土为基础。我们回顾了作为巴西东南部土著教育工作者跨文化培训计划的一部分展开的一系列学习经历。该课程是米纳斯吉拉斯州联邦大学(UFMG)教育学院的一部分,自2006年以来,该学院一直在培训土著教师,并使他们有资格提供小学和中学教育。在本文中,我们赞成“为许多人开设学校”,强调了从课程的民族志重点中出现的教学可能性,更具体地说,是从两个照顾儿童的学习场景中出现的可能性。这些活动的记录使我们能够设想一个教育议程,其中包括这些主题,尊重土著宇宙观和传统并与之对话;它认为这种对话是土著人民抵抗和尊重生命的基本组成部分。
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引用次数: 3
Pedagogy and Indigenous knowing and learning 教学法与土著知识和学习
IF 2 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-07-04 DOI: 10.1080/03054985.2023.2228640
Elizabeth Ann Rahman, T. Cochrane
on ‘Reimagining our Futures Together: the New Social Contract for Education’. They opened the report by boldly stating: our world is at a turning point [. . .] but global disparities – and a pressing need to reimagine why, how, what, where and when we learn – mean that education is not yet fulfilling its promise to help us shape peaceful, just, and sustainable futures (UNESCO, 2021, p. 1).
“共同重塑我们的未来:新的教育社会契约”。他们在报告的开头大胆地指出:我们的世界正处于一个转折点……但全球差距——以及重新思考我们为什么、如何、在哪里、何时学习的迫切需要——意味着教育尚未履行其帮助我们塑造和平、公正和可持续未来的承诺(教科文组织,2021年,第1页)。
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引用次数: 1
Gesturing towards decolonial teaching praxis and unlearning colonial methods: teaching reflections in the struggle to decolonise research methodologies 走向非殖民化教学实践与摒弃殖民方法:在非殖民化研究方法斗争中的教学反思
IF 2 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-07-04 DOI: 10.1080/03054985.2023.2223920
A. Murrey, Nokuthula Hlabangane, S. Puttick, Christopher Francis Frattina della Frattina
ABSTRACT In this article, we reflect on our experiences teaching and learning in a digital course for PhD students, Oxford-UNISA Decolonising Research Methodologies. The aim of the course was to ‘gesture’ beyond the coloniality of knowledge by thinking ‘otherwise’ about research methodologies. As a decolonial teaching praxis, gesturing embraces experimentation, humility and becoming as we pursue decolonial being/thinking and seek/create coexistence, well-being and dignity beyond its constraints. We conceive of co-teaching as co-learning and co-becoming. Teaching as becoming, we argue, means engaging with students without a rigid structuring telos. We revisit video footage from the class, course materials and review insights from our students to reflect upon the substance and configurations of our co-teaching. We analyse the significance of ‘keeping the fire’ of our shared intellectual projects, even as we remain situated within colonial institutions. Three interrelated challenges emerged while teaching decolonial geographies and decolonising methodologies in this online course. These dynamics include: (a) the challenges of cultivating student-teacher trust in digital exchanges; (b) the aspiration to embolden transdisciplinary engagements in the face of logistical, temporal and practical constraints, including ‘settler time’ and our ties to stated disciplines; and (c) the significance of co-presence and shared commitment to challenge academic hierarchies.
摘要在这篇文章中,我们反思了我们在博士生数字课程《牛津大学UNISA去殖民化研究方法论》中的教学经验。该课程的目的是通过对研究方法的“其他”思考,超越知识的殖民性。作为一种非殖民化的教学实践,手势包括实验、谦逊和成为,因为我们追求非殖民化的存在/思考,寻求/创造超越其限制的共存、幸福和尊严。我们认为共同教学就是共同学习和共同成长。我们认为,教学作为一种成为,意味着与学生互动,而不需要僵化的结构。我们重温了课堂上的视频片段、课程材料,并回顾了学生的见解,以反思我们共同教学的内容和配置。我们分析了“保持火力”的重要性,即使我们仍然处于殖民体制内。在这门在线课程中教授非殖民化地理和非殖民化方法时,出现了三个相互关联的挑战。这些动态包括:(a)在数字交流中培养师生信任的挑战;(b) 面对后勤、时间和实际限制,包括“定居者时间”和我们与既定学科的联系,鼓励跨学科参与的愿望;以及(c)共同存在和共同致力于挑战学术等级制度的重要性。
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引用次数: 3
Tessellation, shamanism, and being alive to things 镶嵌,萨满教,以及对事物的感知
IF 2 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-07-04 DOI: 10.1080/03054985.2023.2225851
R. Nemirovsky, Don Duprez
ABSTRACT This study examines the entanglement of affects that occurred during a short episode at a science museum. The episode involved a small number of children and a teacher who had come to the museum in the context of a school field trip. It took place inside an exhibit called ‘Hmong House’, which reproduced various components of a traditional house of the Hmong people. A key aim of this paper is to trace, via the microethnographic analysis of a brief video recording, an affective journey meshing mathematical tessellation and Hmong shamanism. In addition, we elaborate on ways in which disparate themes, such as tessellation and shamanism, became interwoven in the life of those visiting the Hmong House at the time. The episode of the Hmong House may inspire other activities in which students or visitors, with life trajectories partially rooted in Indigenous cultures, can share practices that are foreign to other students. The most important qualities of these activities, we suggest, are the respectful dignity with which they are demonstrated and engaged with, and the freedom to undertake interdisciplinary journeys – without subjection to artificial disciplinary boundaries – in which improvisation and surprising turns are expected and ever-present.
本研究探讨了在科学博物馆发生的一个小插曲中发生的情感纠葛。这一事件涉及到几个孩子和一位老师,他们是在学校实地考察的背景下来到博物馆的。它发生在一个名为“苗族之家”的展览中,再现了苗族传统房屋的各种组成部分。本文的主要目的是通过一个简短的视频记录的微观民族志分析,追踪数学镶嵌和苗族萨满教的情感旅程。此外,我们还详细阐述了不同的主题,如镶嵌和萨满教,在当时参观苗族住宅的人的生活中交织在一起的方式。苗族之家的插曲可能会启发其他活动,让生活轨迹部分植根于土著文化的学生或游客可以分享对其他学生来说陌生的做法。我们认为,这些活动最重要的品质是展示和参与这些活动时的尊重尊严,以及进行跨学科旅程的自由——不受人为学科界限的约束——在这种旅程中,即兴创作和令人惊讶的转变是可以期待的,而且永远存在。
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引用次数: 2
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Oxford Review of Education
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